Lecture 8: Adolescent development 1: Psychological factors

Question 1

What are the 4 ecological systems suggested by Bronfenbrenner which influence the individual

Answer 1

Microsystem: immediate social contacts

Mesosystem: network of interwoven interlinking microsystem

Exosystem: the larger community in which adolescent lives

Macrosystem: overarching social context

Question 2

What are the risks associated with micro and mesosystems - leading to poor behaviour

Answer 2

• Few or no links between microsystems
• Microsystems endorse different values
• Mesosystem endorses deviant delinquent behaviour conflicting with the macrosystem

Question 3

What are the risks associated with macrosystems - leading to poor behaviour

Answer 3

• A divergence of values between society and the values of the micro/meso system (immigrant families)
• Where macrosystem values create risk ie media culture

Question 4

What is the two psychosocial stages of early (highschool) and late adolescence (uni)

Answer 4

early: group identity vs alienation
late: individual identity vs identity confusion
- both to do with solidifying the moral, personal, ethnic identities

Question 5

What is identity confusion vs identity crisis

Answer 5

Confusion: State in which adolescents appear unsure, fickle and directionless

Crisis: Temporary feeling of confusion and distress as adolescents experiment with alternatives before settling on values and goals

Question 6

What is identity

Answer 6

well organised conception of self, made up of values, beliefs and goals

Question 7

How does white matter change in the brain from childhood to adolescence

Answer 7

Increased white matter through steady increase in brain myelination throughout development to adulthood,

Question 8

How does grey matter change in the brain from childhood to adolescence

Answer 8

Increases just before puberty then decreases in adolescence

• change in size and complexity of neurons by overgrowing then pruning of amgydala , temporal and parietal lobes
• causing restructuring in brain structure (esp. prefrontal and frontal lobes- empathy, decision making)

Question 9

What is amygdala and temporal and parietal lobes associated with

Answer 9

Amygdala: fight/flight response to fear

Temporal + Parietal lobes: emotional maturity, integration of memory and audiovisual/tactile input

Question 10

Why do adolescents make risky decisions

Answer 10

The subcortical limbic system- amgydala (emotions) and nucleus accumbens (reward) develops faster than 
prefrontal cortex (self control/ judgement)- thinking differs under condition of high arousal.  

While they can evaluate risk, they bias themselves to view reward far greater than consequence due to less life experience.

Question 11

What is the emotional development of adolescence

Answer 11

Increased sensitivity to feelings, self conscious, exploratory behaviour, sexual motivation, with gradual improvement in emotion control
Independence - both imagined and actual.

Question 12

What are some cognitive skills you get in adolescence

Answer 12

• Reason hypothetically,
• think about thinking
• plan & future orientation
• decision making
• performance under stress

Better logical and probabilistic reasoning than adults

Question 13

When can adolescents give consent and what is the best

Answer 13

Dependent on cognitive capacity- maybe at 14

Best if family are involved in major decision making and ongoing care - but requires careful negotiation. But act in the best interests of adolescent.

Question 14

What are optimum factors that help teenagers grow that parents can put in place

Answer 14

Allow choices- skill development

Encourage discussion- values clarification

Space to reflect - discover self

Space to hang out with friends- develop identity: try out roles and ideas

Be given roles and responsibilities - participate in society and develop accountability

Opportunities to have fun- cultivate capacity to enjoy life

Question 15

What approach is best in addressing mental health problems in youth

Answer 15

Fortifying protective factors rather than just treating the illness.
These are

• supervision, knowing trouble free friends, success in academic/ extracurricular and strong bonds with prosocial institutions

Question 16

What are protective factors for suicide

Answer 16

• Good coping skills (behaviours, feelings)
• Good connections (identity, community)
• Belief that suicide is unacceptable

Question 17

What is HEADDSSS

Answer 17

Home, Education, Activities, Drug use, Depression, Sexual activity, Self harm/suicide